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Special Ed 101
School psychiatric wants me to withdraw MDE (UPDATE)
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<blockquote data-quote="Sheila" data-source="post: 85985" data-attributes="member: 23"><p><div class="ubbcode-block"><div class="ubbcode-header">Quote:</div><div class="ubbcode-body">Extremely difficult child, defiant, argumentative, non-stop on the go, talks incessantly, quirky. Was a easy child from birth to age 1. </div></div></p><p></p><p>Early intervention is key, so if your child is having behavioral or academic problems in school, I recommend that you follow through, but that's strictly your decision.</p><p></p><p>Labels? I'd put worrying about labels on the back burner. If your child has a neurological disorder, it is what it is. Labeling the disorder or not labeling it will not change the fact that it exists. </p><p></p><p>Children with-behavioral or academic problems are labeled informally by educators, peers, et al, as willful, mean, lazy, indifferent, and/or undisciplined, etc., and tend to be isolated, ignored, punitively punished and more which creates a whole other set of problems. A formal "label" can open doors to the help your child get what he needs in school.</p><p></p><p>While the Sp Ed Director is definately not an impartial party as he indicates, his comment that "if an error was made by staff I will ensure that it is addressed promptly" is encouraging. You tendered an opportunity for the sd to correct itself, and on the surface the sd appears willing to reconsider their decision.</p><p></p><p> <div class="ubbcode-block"><div class="ubbcode-header">Quote:</div><div class="ubbcode-body">Even if you want to take other steps I would like to hear about this from your point of view. </div></div></p><p></p><p>This could be a bit of a fishing expedition, e.g., how much does mom know about special education rights and responsibilities?, is she committed to taking this issue to a higher level if it's not resolved within the district?, etc.</p><p></p><p>I wouldn't call to discuss your point of view; I'd respond in an email to get an appointment scheduled.</p><p></p><p>If you decide to go forward, just stick to the facts: </p><p></p><p>My perspective is:</p><p>*there are behavior or academic problems based on feedback from educators via formal and/or informal meetings/calls/discipline issues. We have suspected something is not right with-difficult child since he was about 12 months old.</p><p>*We've come to learn that early identification and intervention is important.</p><p>*parent opinion that an evaluation needs to be done to identify underlying problems</p><p>*IDEA says that a sd must evaluate if a disability is suspected,</p><p>*sd personnel suspects there is a disability.</p></blockquote><p></p>
[QUOTE="Sheila, post: 85985, member: 23"] <div class="ubbcode-block"><div class="ubbcode-header">Quote:</div><div class="ubbcode-body">Extremely difficult child, defiant, argumentative, non-stop on the go, talks incessantly, quirky. Was a easy child from birth to age 1. </div></div> Early intervention is key, so if your child is having behavioral or academic problems in school, I recommend that you follow through, but that's strictly your decision. Labels? I'd put worrying about labels on the back burner. If your child has a neurological disorder, it is what it is. Labeling the disorder or not labeling it will not change the fact that it exists. Children with-behavioral or academic problems are labeled informally by educators, peers, et al, as willful, mean, lazy, indifferent, and/or undisciplined, etc., and tend to be isolated, ignored, punitively punished and more which creates a whole other set of problems. A formal "label" can open doors to the help your child get what he needs in school. While the Sp Ed Director is definately not an impartial party as he indicates, his comment that "if an error was made by staff I will ensure that it is addressed promptly" is encouraging. You tendered an opportunity for the sd to correct itself, and on the surface the sd appears willing to reconsider their decision. <div class="ubbcode-block"><div class="ubbcode-header">Quote:</div><div class="ubbcode-body">Even if you want to take other steps I would like to hear about this from your point of view. </div></div> This could be a bit of a fishing expedition, e.g., how much does mom know about special education rights and responsibilities?, is she committed to taking this issue to a higher level if it's not resolved within the district?, etc. I wouldn't call to discuss your point of view; I'd respond in an email to get an appointment scheduled. If you decide to go forward, just stick to the facts: My perspective is: *there are behavior or academic problems based on feedback from educators via formal and/or informal meetings/calls/discipline issues. We have suspected something is not right with-difficult child since he was about 12 months old. *We've come to learn that early identification and intervention is important. *parent opinion that an evaluation needs to be done to identify underlying problems *IDEA says that a sd must evaluate if a disability is suspected, *sd personnel suspects there is a disability. [/QUOTE]
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School psychiatric wants me to withdraw MDE (UPDATE)
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